Researchers have studied children at peril for negative results and found that, some grew up to have pleasing, successful lives. What made the difference was the existence of “supports” or caring factors that counterbalance the negative effects of the peril factors they experienced. After studying children over time, researchers also found that protective factors have “a more deep effect on individual lives than “specific risk factors or stressful life events” Individuals who are successful in avoiding risks are said to have “spirit”.
Many caring factors are exterior to the child, meaning that caregivers and others can make a deep difference in an individual’s life. On the other hand, the “personality of the individual child is also very important
The Role “Intelligence” Plays
Two forms of intelligence that relate to how people deal with situations have been identified by
early childhood education
• Interpersonal intelligence – understanding others and acting on that understanding; and
• Intrapersonal intelligence – the ability to know how we feel and have imminent into why we act as we do.
Building stamina in Children
beside from participating in a scientific study, how do we know who has emotional intelligence? One way is to note that Gardner (1993) defines intelligence as the capability to “solve problems” or “create products” that are appreciated within one or more civilized settings. Taking that definition as a first point, and observing the children in your care. What you see as you examine them solving problems and creating things in everyday situations may help you identify which ones have the kind of social emotional skills that specify emotional intelligence and render into protective factors that encourage positive outcomes in later life.
Even more important, you may also begin to see how you can make a difference in their lives by giving them with chances to better their social and emotional skills and erect hardihood Here are some suggestions:
Communications – Help children increase their social capability by communicating optimistically with others:
• When a child does not seem to have the social skills to adjust well with others in a large group, arrange a play situation that involves just two or three children to give the child practice connecting to others.
• Help children learn to share by creating situations where the children will have to take turns using certain materials, such as the yellow crayon, blue car, etc.
Activities – Plan activities that are appropriate to the age and abilities of children, but also give them with chances to take decisions and solve problems:
• Let children to choose their activities and take responsibility for their choices and their behavior. Choosing gives them power over their lives and a feeling of independence. It also shows them that choices have cost they may make an positive choice and enjoy the result, or a negative one, in which case they will have to learn to deal with with the results.
• When a choice fails, help the child deal with the resulting frustration and irritation. When a child behaves badly; don’t say “Bad boy,” or “Bad girl.” Instead, center on behavior. When focusing on actions, stress the positive. Instead of “Don’t kick,” say “Please, keep your feet on the ground.”
• According to early childhood education course when planning activities for a group, allow for variable levels of ability. What may be quite easy for one child, may pose an irritating problem for another. When an activity distress a child, work with that child. Break the activity into smaller, simpler parts so that the child can get success. Provide optimistic response when the child succeeds. When the group is set challenge the children with more difficult tasks and let them to perform solving problems, including the problems presented by their own emotional responses.
Modeling – Use a range of techniques to give children examples of emotional intelligence in action:
• Adult Behavior – Make sure that you imitate the kind of behavior and problem-solving skills you would like them to get For example, when you make a error own up it and then point to the likelihood of improving in the future. “Oops, I spilled the water. I will wipe it up and try to be more cautious next time.”
• Role-Playing – Use dolls and puppets to act out situations to which kids can relate and to show characters modeling positive behavior. You can have two puppets bump into each other, with the more violent one saying, “I’m sorry,” and asking if the other is hurt.
• Stories – Read stories concerning characters who have successfully solved problems and related well to others; show children how social and emotional skills can be used on a daily basis. Promote the children to tell you how the stories relate to their own experience.
When you give children skills and strategies for controlling their emotions, solving problems and relating to others in positive ways, you give them tools that will serve them well for the rest of their lives.